The gender gap in educational outcomes in Norway

Abstract

THE GENDER GAP IN EDUCATIONAL OUTCOMES IN NORWAY Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

Promoting inclusive education for diverse societies

“…For instance, research suggests that standardisation of curricula tends to be associated with lower overall achievement in standardised tests but also with wider gender gaps in favour of females who perform better than males, mainly in reading performance. However, the extent of gender gaps varies across the life cycle (Borgonovi, Choi and Paccagnella, 2018 [47]). Moreover, education systems characterised by late selection (for instance, making a choice between a vocational, professional or academic track) tend to have higher mean levels of performance and wider gender gaps in achievement in favour of females who seem to benefit the most from late selection (currently occurring around the age of 15 in most countries) (van Hek, Buchmann and Kraaykamp, 2019[48]).…”

Introduksjon: Like muligheter til god leseforståelse? 20 år med lesing i PISA

“…Lesekompetanse forstås som tre kognitive prosesser med naer forbindelse: å finne fram til informasjon, å tolke informasjon og å vurdere og reflektere over informasjon. Denne definisjonen er i tråd med kompetansebegrepet i norske laereplaner (Kunnskapsdepartementet, 2017) og hvordan grunnleggende ferdigheter i lesing er definert i Kunnskapsløftet: Å kunne lese er å skape mening fra tekst. Lesing gir innsikt i andres erfaringer, meninger, opplevelser og skaperkraft, uavhengig av tid og sted.…”

“…Utjevning mellom sosiale grupper har stått sentralt i norsk utdanningspolitikk i mange tiår, lovfestet gjennom opplaeringsloven og konkretisert i de norske laereplanene. I gjeldende overordnet del av laereplanen (Kunnskapsdepartementet, 2017) står det at «Alle elever skal behandles likeverdig, og ingen elever skal utsettes for diskriminering. Elevene skal også gis likeverdige muligheter slik at de kan ta selvstendige valg.…”

Children’s Summer reading in Norway: Insights gained from the gamified library-initiated reading campaign Sommerles.no

“…Both the PISA and PIRLS surveys also report significant variation in reading literacy among Norwegian girls and boys. The recent OECD report The gender gap in educational outcomes in Norway (Borgonovi et al, 2018) states that "Gender gaps in reading are very wide in Norway at the primary school level" explaining this statement in the following manner:…”

“…A large body of international research, including the international studies of reading competence tests Programme for International Student Assessment (PISA) for 15-year olds, and Progress in International Reading Literacy Study (PIRLS) -for 4th and 5th graders demonstrates that girls read far better than boys (Borgonovi, Ferrara & Maghnouj, 2018) and that multilingual children score lower than monolingual children in reading tests (Kjaernsli & Jensen, 2016;Kjaernsli & Olsen, 2013; 49 (2004), in principle, does not encourage rewarding children for free reading, this strategy has proved fruitful for Sommerles.no, as the number of participating children has increased sharply every year since its digitalization, as has the number of participating libraries. The libraries in turn report a sharp increase in the books loaned by children during the Sommerles.no period from June 1st to September 1st.…”